Pendle Vale College

Pendle Vale College

Address: Oxford Road, Nelson, Lancashire, BB9 8LF Unique reference number (URN): 134989

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils leave this school ready to take appropriate next steps into further education, employment or training. The proportion of leavers doing so has been consistently high over time. Pupils typically achieve the qualifications that they need in order to access suitably ambitious courses of study. This is evident in pupils' attainment in national examinations, which has improved over time. For many groups of pupils, this is now at least in line with the national average. This includes those who study the English Baccalaureate suite of subjects.

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Achievement Expected standard

Notable within the school's examination results is the above-average progress that disadvantaged pupils make, often from low starting points. This reflects the school's highly effective approaches to inclusion. Similarly, pupils with special educational needs and/or disabilities typically do better at this school than their peers nationally.

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Achievement Expected standard

Most pupils with gaps in their reading or number knowledge make progress towards closing them. Leaders' work to support a minority of pupils to develop their handwriting is at an earlier stage.

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Attendance and behaviour Expected standard

Leaders have maintained a keen focus on improving pupils' attendance. Persistent absence has fallen steadily for all groups of pupils since the COVID-19 pandemic. The attendance of all pupils, including those with special educational needs and/or disabilities, is now similar to their peers nationally. Disadvantaged pupils typically attend this school more often than the national average because the school has successfully reduced many of the barriers to regular attendance that they faced in the past.

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Attendance and behaviour Expected standard

Leaders' in-depth knowledge of pupils and their needs, along with sound strategic action, has led to a notable positive trend in pupils' behaviour. Leaders are right to be proud of their successes. Over time, they have established a culture where pupils meeting staff's high expectations is the norm. In lessons, pupils conduct themselves well, focus on their learning and are respectful to staff. At social times, many pupils are beginning to make positive choices, such as tidying up without being asked. Any bullying or discrimination is dealt with swiftly. Leaders' sophisticated analysis of incidents of poor behaviour, alongside staff training to help meet pupils' needs, has brought about a sharp decrease in the number of suspensions. Support for pupils and their families ensures that recurrences hardly ever happen.

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Curriculum and teaching Expected standard

In recent years, leaders have made astute decisions about the school's curriculum to support their high aspirations for pupils' success. This includes offering ambitious subject choices at key stage 4. Leaders have also ensured that the knowledge that pupils should learn across all subjects is clear and well organised. This helps teachers to know what to teach and when, so that pupils layer new learning securely on top of what they already know.

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Curriculum and teaching Expected standard

Teachers typically draw on effective strategies to explain new concepts. They are adept at spotting how well pupils have understood. This helps pupils to avoid potential misconceptions in their learning. However, some teachers do not take enough account of pupils' prior knowledge. This means that learning activities are sometimes not well matched to what pupils already know or can do. This is also sometimes the case for pupils with special educational needs and/or disabilities (SEND). These pupils usually benefit from suitable support in the classroom. However, there are occasions when inconsistent experiences from lesson to lesson mean that some pupils with SEND learn unevenly. Pupils who join the school struggling to read receive appropriate support to help them to catch up.

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Inclusion Expected standard

Leaders have successfully established a culture of inclusion at the school. Their actions and decisions take account of pupils' individual needs and the context of the local community, for example by supporting pupils who face socioeconomic disadvantage but do not receive statutory support, such as the pupil premium. Leaders have strategically prioritised a positive culture of attendance and behaviour, recognising that these are the foundations to improving achievement. Leaders monitor the impact of this strategy carefully. The above- average attendance of disadvantaged pupils, alongside their notable progress in national examinations, highlights the effectiveness of leaders' approach.

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Inclusion Expected standard

Leaders have recently strengthened their processes for identifying and assessing other barriers to pupils' learning, including any special educational needs and/or disabilities (SEND). This provides staff with suitably detailed information about how best to support pupils with SEND in lessons, alongside the effective training they receive. On the whole, this enables staff to provide high-quality support that meets pupils' needs. Staff also benefit from specialist advice from other professionals, including the co-located special school.

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Inclusion Expected standard

Leaders work closely with the local authority to ensure that pupils in care benefit from a joined-up approach to their support. They closely monitor how well these pupils are thriving so that any decisions are taken in their best interests.

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Leadership and governance Expected standard

Since the school was last inspected, leaders' actions to secure further improvements have been deliberate, measured and well reasoned. In particular, these actions have centred on building pupils' positive attitudes and a cohesive school culture to support learning. In these areas where leaders have focused their work, they have been measurably successful. For instance, leaders are rightly proud of their work to raise attendance, reduce suspensions and provide high-quality pastoral support.

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Leadership and governance Expected standard

Leaders keep a sharp focus on the impact of the school's curriculum. They use this information to sensibly prioritise the aspects of staff's professional learning that are most likely to make a positive difference to pupils' learning. Opportunities for staff to develop their own expertise are comprehensive and well planned. Overall, the school's professional learning programme is making a difference in classrooms. Leaders recognise that there remains work to do to reduce the inconsistencies that some pupils experience from lesson to lesson.

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Leadership and governance Expected standard

Governors are committed to pupils and staff at the school. They draw on a suitable range of information to keep themselves informed about the school's performance. Governors draw on this information to help leaders to focus on the right things. In turn, leaders use challenge and support from governors constructively to aid in their decision-making. Governors also closely consider whether leaders' actions are taken in the best interests of staff and pupils. Most staff appreciate the steps that leaders and governors have taken to reduce their workload and support their wellbeing, for example by strengthening the pastoral support team so that teachers can concentrate on teaching.

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Personal development and wellbeing Expected standard

Leaders have closely aligned the school's personal development programme with their vision for overcoming social and cultural barriers to pupils' success. For instance, many enrichment opportunities take place during the school day to account for the difficulties that some pupils face in staying after school. This sensitive approach to enabling participation ensures that pupils benefit, regardless of their circumstances. The school encourages pupils to engage with creative opportunities, such as by performing in the popular school musical. Other enrichment opportunities help pupils to understand the values and traditions of different religions and cultures, for instance by visiting places of worship in their local area.

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Personal development and wellbeing Expected standard

Pupils typically gain a wealth of knowledge across the school's personal, social, health and economic education (PSHE) and citizenship curriculums. They connect this learning, in detail and with depth, to aspects of their wider life. Leaders also pay close attention to trends in pupils' attitudes and use this information to reflect on the impact of the PSHE curriculum. For example, the school's work to teach resilience has helped to raise pupils' attendance, while learning about tolerance and respect for differences has reduced incidents of derogatory language. Staff draw on their deep understanding of individual pupils to provide highly effective pastoral support in tandem with pupils' PSHE learning.

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Personal development and wellbeing Expected standard

Leaders have ensured that the school's relationships and sex education (RSE) and health education programme is adapted appropriately for pupils who need it, including pupils with special educational needs and/or disabilities. Leaders have also engaged thoughtfully with local religious and community leaders about the RSE and health curriculum. This ensures that all pupils learn age-appropriate information about keeping themselves safe and healthy.

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Personal development and wellbeing Expected standard

A comprehensive package of careers education raises pupils' aspirations and ensures they are well prepared for their next steps. They benefit from a wide range of meaningful opportunities to learn about, and be ready for, life in modern Britain.

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What it's like to be a pupil at this school

Pupils build a firm sense of belonging throughout their time at Pendle Vale College. They forge positive relationships with staff that endure long after pupils have left the school. This is in no small part due to the strengths of the pastoral care that Pendle Vale pupils benefit from.

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What it's like to be a pupil at this school

The school's calm atmosphere helps pupils to feel happy and safe here. They can enjoy their learning because it is rarely disrupted by poor behaviour. Pupils know that they can rely on staff to help them if they are in need. This includes if they experience bullying or derogatory language. Pupils rightly have faith in staff to deal with these problems swiftly. Repeat occurrences are uncommon. Staff also quickly identify pupils in need of support or reassurance in other ways, including pupils who find learning difficult or those who are vulnerable. This support typically helps to reduce pupils' barriers to learning.

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What it's like to be a pupil at this school

Pupils typically attend, learn and achieve well at Pendle Vale. Leaders' high ambition for pupils' achievement stems from a firm belief that education is pivotal to overcoming social disadvantage. Leaders' high aspirations are reflected in the high proportions of pupils that study an ambitious range of GCSE subjects. Over time, pupils make considerable progress from their starting points. This is particularly true of those pupils who are disadvantaged and is reflected in their national examination outcomes.

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What it's like to be a pupil at this school

The school's work to engage positively with its community is noteworthy. Leaders draw on examples from the school's locality to help pupils learn about the importance of tolerance and cohesion. In turn, this influences pupils' treatment of one another, for example through their positive interactions with pupils from the adjoining special school. This learning, alongside a comprehensive programme of personal development and careers guidance, helps to ensure that pupils are well prepared to play an active role in modern Britain.

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Next steps

Leaders should ensure that teachers use strategies effectively to take account of pupils' differing starting points, including their special educational needs and/or disabilities, reducing any inconsistencies in the quality of pupils' classroom experiences. Leaders should further reduce the barriers to learning experienced by pupils who lack foundational skills such as spelling, handwriting and number.

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About this inspection

The chair of the board of governors in this school is Alison Cockcroft.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Team inspectors:

Sally Kenyon, Ofsted Inspector Neil Johnson, His Majesty's Inspector Tom Theobold, His Majesty's Inspector Lisa Corrigan, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

National average: 1,067 Inspectors spoke with the headteacher, senior leaders and staff during the inspection. The lead inspector also met with a group of governors and spoke with a representative of the local authority by telephone.

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What does this mean?

Inspectors confirmed the following information about the school:

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What does this mean?

The school makes use of one registered alternative provision for a small number of pupils.

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What does this mean?

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 13.4%

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 42.5 46.0 Close to average

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national average

2023/24 (final) 41.5 45.9 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) 0.07 -0.03 Close to average

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national average

2022/23 (final) 0.03 -0.03 Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 24.6% 25.8% Close to average

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national average

2023/24 (final) 22.7% 25.8% Close to average

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national average

2022/23 (final) 25.0% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 37.7 34.9 Close to average

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national average

2023/24 (final) 38.6 34.6 Close to average

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national average

2022/23 (final) 38.3 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 8.1% 8.1% Close to average

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national average

2023/24 (3 term) 8.3% 8.9% Close to average

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national average

2022/23 (3 term) 10.3% 9.0% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 25.6% 21.9% Close to average

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national average

2023/24 (3 term) 28.4% 25.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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